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20 January, 2025: Research Article | Open Access 
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Affective Learning Outcomes and Assessments through its Pedagogical Applications in Higher Education: A Longitudinal Study in Affective Learning Implementation
Uzma Zaidi*
  Amity University -Dubai Campus
Int J Teach Learn Sci, 2025; 2(2):100115
:  10.71010/IJTLS.2025.e115
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Abstract
This longitudinal study was undertaken to assess the Affective Learning Outcomes and establish the effects of this theoretical application on the academic achievement and learning experiences of students in an international university. The primary objective of this study was to identify the importance of affective teaching methods and to evaluate the affective learning conditions that foster positive student growth and enthusiasm for course work. The population of the study comprised of students registered for a particular course over three years at an international university. The whole population of students registered for this course was considered as the sample with Control Group (38 students), Batch 2 (38 students) and Batch 3 (38 students) making up the sample for this study. For the intent of this study, Affective Domain Taxonomy was implemented using Cooperative Learning Structures of STAD and Jigsaw classroom. The results indicated that Batch 2 & 3 that were taught with affective learning pedagogy showed similar results to the taxonomy of Affective Learning and both these groups showed significantly better results over the control group. Furthermore, it was found that students were not only reported as attending classes with enthusiasm and submitting all required assignments on time, but they also cooperated in group activities and showed positive attitude to developing the skills in a dynamic learning environment.
Keywords: Affective Learning Taxonomy, Learning pedago gies, Cooperative learning, Higher Education, STAD, Jigsaw classroom.
   How to Cite:

Zaidi U (2025) Affective Learning Outcomes and Assessments through its Pedagogical Applications in Higher Education: A Longitudinal Study in Affective Learning Implementation. J Teach Learn Sci: IJTLS-115.

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About the Author

Dr. Uzma Zaidi has over 25 years of experience in academics and research. She is currently working with Amity University Dubai (UAE) as an adjunct faculty for Business Administration and Behavioral Sciences department. She is a life-time fellow at Teaching and Research Association (TERA). She has published papers on corporate social responsibility, self-identity and social media, affective learning, consumer behaviour, social media marketing, among many others and has contributed to several conferences across Asia, Europe, and Middle East. She has worked in the advertising industry as Media Consultant and Strategic Planner and has been collaborating with Pearson Publications for their various titles in reviewing, and content development areas for the past 7 years.